Professional Documents
Culture Documents
PYP Bubble Planner Presentation
PYP Bubble Planner Presentation
for the
PYP
Planner
To begin with the end in mind
means to start with a clear
understanding of your destination.
the definition of the What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
transdisciplinary theme
What lines of inquiry will define the scope of the inquiry into the central idea?
should be revisited to
connections are made What teacher questions/provocations will drive these inquiries?
between it
and the central idea.
of interest to the students What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
actively involving them in their own learning
Relevant
What lines of inquiry will define the scope of the inquiry into the central idea?
linked to the students prior knowledge, experience, and current circumstances
Challenging
extend the students prior knowledge and experience to increase their understanding
Significant What teacher questions/provocations will drive these inquiries?
learning environment). This is also the What teacher questions/provocations will drive these inquiries?
What opportunities will occur for transdisciplinary skills development and for the
What are the possible ways of assessing student learning in the context of the lines
development of the attributes of the learner profile?
of inquiry? What evidence will we look for?
What opportunities will occur for transdisciplinary skills development and for the
What are the possible ways of assessing student learning in the context of the lines
development of the attributes of the learner profile?
of inquiry? What evidence will we look for?
Suggestions of activities from students may
be in response to their own questions, as well
as those posed by the teacher. Learning
experiences should also be designed so that
students will have the opportunity to develop
an understanding of, and make connections
between, the key concepts. When providing students with the
opportunity to develop transdisciplinary
Teachers should bear in mind that a well- skills, the attributes of the learner profile
designed learning experience will provide and/or the attitudes, teachers need to be
data on students knowledge, skills and mindful of the difference between
understanding, and is consequently a vehicle opportunities that arise authentically
for resources
5. What formative need toorbesummative
gathered? assessment. from the learning, as opposed to
explicitly target teaching opportunities.
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
3. How might we know what we have learned? 4. How best might we learn?
This column should be used in conjunction with How best might we learn? What are the learning experiences suggested by the teacher and/or students to
encourage the students to engage with the inquiries and address the driving
What are the possible ways of assessing students prior knowledge and skills? What
questions?
evidence will we look for?
What opportunities will occur for transdisciplinary skills development and for the
What are the possible ways of assessing student learning in the context of the lines
development of the attributes of the learner profile?
of inquiry? What evidence will we look for?
List available resources that you will use to support the inquiry.
Discussions need to take place between the media center staff,
including the librarian and ICT support, and the classroom teachers
to identify their roles both in the planning of the inquiry and during
the extended inquiry itself. Whether or not the resources selected
were adequate could be commented on in the teacher notes section.
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
6. To what extent did we achieve our purpose?
It is understood that evidence of student
7. To what extent did we include the elements of the PYP?
Assess the outcome of the inquiry by providing evidence of students
learning will be found in student work,
What were the learning experiences that enabled students to:
understanding of the central idea. The reflections of all teachers involved in the
planning and teaching of the inquiry should be included.
teachers
develop ananecdotal
understanding ofrecords
the conceptsand classroom
identified in What do we
want to learn?
collections such as portfolios. One or two
demonstrate the learning and application of particular transdisciplinary skills?
examples should be described here or attached
develop particular attributes of the learner profile and/or attitudes?
How you could improve on the assessment task(s) so that you would have a more to the planner.
In each case, explain your selection.
accurate picture of each students understanding of the central idea.
What was the evidence that connections were made between the central idea and
the transdisciplinary theme?
This reflection not only gives the teachers the
opportunity to improve the assessments, but
also to modify and strengthen the central idea.
At this point teachers should go back to box 2 What do we want to learn? and
highlight the teacher questions/provocations that were most effective in driving the
inquiries.
Further reflections and connections to
other central ideas, transdisciplinary
themes or single-subject areas should be
What student-initiated actions arose from the learning? included where appropriate.
Record student-initiated actions taken by individuals or groups showing their ability
to reflect, to choose and to act.